Who

=Who is the Learner? =

A universal educative system should include conception to grave learning for all humans. Some subcategories might be useful. Here are a few suggestions organized around maturity level:

**Prenatal/Parental learners.**  What parents learn before a baby is born affects the baby's physical and mental development as well as the environment the parents provide for it. This belief is most widely know through the [|Suzuki] Music Methods. A more recent program for expectant parents, called "[|Baby College]" has been implemented as part of the [|Harlem Childrens Zone].

**Infant Learners** . Babies can learn a lot more different things than they normally do learn between birth and 2 to 3 years of age. For example, starting between 6 and 8 months many children can communicate using [|American Sign Language] well before they begin to speak. Some people advocate trying to teach infants to read or master number concepts. We know they learn to attend to and make different sets of sounds and languages. Some learn to swim. We also know that not all infants (and older children) develop neurologically at the same speed. What one child masters at 6 months may not appear in another child until well after 2 years. Beyond providing loving comfort, opportunity for exercize and sensory stimulation, we don't know what is possible or what is good for these early years. We do know that babies are avid learners and caregivers can facilitate this natural process. 
 * Pre-readers.**  Most children in industrialized countries learn to read somewhere between age 3 and 8. There is an enormous amount to be learned during the time a child can move about and talk but can not yet communicate fluently through two-dimensional media such as books, screen-based print, writing and keyboarding. Educative experiences and environments prepared for pre-readers will need to be quite different from what is appropriate after reading is in place.

**Supervised Learners** . The ability to read gives a person intellectual independence and puts a huge array of print and computer-based resources at the fingertips. But it does not signal the social and emotional maturity needed to be in the home or community without an adult in charge. No matter how intellectually sophisticated, either family or institution-based care will be required for many years.  
 * Partially Independent Learners** . As young people mature, between about ages 6 and 16, they usually become increasingly reliable in their social conduct. Families decide when it is safe to let their child walk to the neighbor's alone, to the store, to the library or stay at home and for how long.
 * Emancipated Learners** . Eventually most people become independent enough to stay alone overnight and be responsible for their own decisions (although not in all cultures). Whatever the age, an adult in the community takes charge of what, when and where 'e engages in intentional learning.